Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms

Autor/in	Chapman, Thandeka K.
Titel	Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms
Quelle	In: Urban Review: Issues and Ideas in Public Education, 40 (2008) 1, S.42-63 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-007-0076-4
Schlagwörter	Multicultural Education; Academic Achievement; Achievement Gains; Educational Policy; Policy Analysis; School Desegregation; Desegregation Litigation; Compliance (Legal); Critical Theory; Teacher Attitudes; Curriculum Research; Curriculum Development; School Districts; Urban Education; Student Diversity + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Schulleistung; Achievement gain; Leistungssteigerung; Politics of education; Bildungspolitik; Politikfeldanalyse; Integrative Schule; Kritische Theorie; Lehrerverhalten; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Development; Curriculumentwicklung; Entwicklung; School district; Schulbezirk; Stadtteilbezogenes Lernen
Abstract	The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10